We Teach Well

Boosting student outcomes by providing proven and targeted professional development options for English teachers.

We Teach Well’s core purpose:

Working to reduce educational inequality and to improve student outcomes globally.

 

We have a long way to go, but we know that it starts with teachers.

Teachers are at the centre of great teaching and learning, and if they get equal access to high quality professional development and support, their student’s outcomes will improve. 

As educators we are guided by  The United Nations Sustainable Development Goals (SDGs). In particular, Goal 4, which aims to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.’

Likewise we strongly support The United Nations Convention on the Rights of the Child which was signed in November 1989. Article 28 states that:

Education is the right of every child. It should be free and fair, with equal access for girls and boys.

3 ways we can help.

PD and coaching for English teachers.

(SDGs 4.1, 4.6, 4.c) (Articles 28 & 29)

Teachers who are confident in their subject knowledge are better able to engage students in their learning. And engaged students will remain in school longer.

By embracing the options that digital technology provides, we can produce high quality, subject specific, curriculum agnostic, borderless professional development options that build confidence in English and literature teachers.

While our subject is called English, often English Literature, and some understanding of Western culture and conventions is helpful, we believe that students are best taught by teachers who know and understand them and their culture. By supplying English teachers with quality, curriculum agnostic subject knowledge and literature pedagogy, they are empowered to choose what pedagogies will work in their classroom. They are then more able to support their individual students.

WTW Home page Course and coaching

WTW World Lit Podcast. Decolonising literature

(SDG 4.7) (Articles 28 & 30)

While we love literature, we are aware of how the English language has been, and still is, used to undermine cultures. It frustrates us that you can still see courses in ‘English Literature’ being taught around the world, but the texts that are studied are not English. They are Indian, and Russian and South American among many others.

The internet has provided educators with opportunities that were not even imagined when we started teaching.  When researching literature most of us needed to go to the library and find works by other (usually white) academics who had worked with that author or culture.

But we don’t have to do that now.

I can only imagine how wonderful it would have been to speak to a teacher in St Petersburg about how to teach Chekhov. In the WTW World Lit Podcast – Decolonising Literature we speak to teachers in other countries about their literature. About the culture and history that lies behind the texts.

World Lit Podcast Website image

Supporting other organisations.

(SDGs 4.1, 4.3, 4.4, 4.6) (Articles 28 29,30)

Coming soon:

Each and every time a school or organisation works with us we will provide a program of equal value to a school in a developing region on their behalf.

WTW is in the process of establishing partnerships with a group of dynamic NFPs working in the field of school education and child welfare. Schools will be able to choose which of the organisations they wish to support.

K-12 education is critical in the fight against poverty, inequality and injustice. Even more so for girls.  The United Nations Sustainable Development Goals and the articles of Convention on the Rights of the Child  provide a comprehensive model for developing sound programs for teacher professional development (PD) and initial teacher education. (ITE)

Mixed school classrooms for home page

All our programs are aligned with the Australian Teacher Performance and Development Framework and the Australian Professional Standards for Teachers

English professional development.

The past couple of  years have been eye-opening. While the use of education technology was steadily growing before 2020, there is no doubt that the pandemic has accelerated it.

This has created so many possibilities for teacher professional learning networks that are not limited by geography. We can now reach teachers and students in places we couldn’t before.

Teachers no longer have to travel long distances or for many hours to access high quality professional development.

We Teach Well Blog

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I never quite got podcasts – until we started one

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Post Covid:  Teachers – 10   Pollies – Nil

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